Student learning impact on science teachers’ teaching: The case of a form 3 science case in Kenya .

Abstract

This paper reports on the study that investigated the following question: How do Kenyan science teachers perceive the impact of students’ contextualized science learning on their pedagogy, roles and Views about previously modeled pedagogy in an integrated classroom-local Jua Kali curriculum unit? A case study approach in which narrative and teacher change were respectively employed as methodological and analytical frameworks revealed that the teachers: 1) gained an increased awareness of and understood better their students’ science learning abilities that allowed them to take increased responsibility for own learning, 2) developed and accepted new understanding of their teaching roles, and 3) became more critical of how science pedagogy was modeled for them as students and continuing practitioners.